Emotional labour while working with families: Potential affordances for supporting early childhood educators’ wellbeing

Abstract

Partnering with families is an explicit regulatory and role requirement for early childhood educators, yet the emotional labour involved is implicit and relatively unacknowledged. While research has found that complex work demands jeopardise educator wellbeing – resulting in unprecedented turnover and attrition in Australia and internationally – little research has investigated emotional labour and associated educator wellbeing in relation to partnering with families. This article argues that the limited research on educators’ emotional labour with families and its ensuing invisibility may pertain to both its positioning within social constructivist and interpretivist paradigms that render such work as naturally inherent and to conceptualisations of emotional labour theory that entrench this work in maternalistic discourses. The article positions emotional labour theory within a critical feminist lens and as a worthwhile line of inquiry to extend this body of research and disrupt maternalistic discourses that diminish educators’ skilful labour. The potential affordances pertaining to the illumination of this work as skilful for early childhood workforce policy are considered.